Twenty-five introductory college psychology textbooks are analyzed for terms most frequently used, the textbooks which employed the largest number of frequently used terms; similarity among textbooks; and the relationship between readability and technical thoroughness of the texts. (Author/JR)

The study surveyed colleges to determine what texts were being selected for use in graduate level courses in gifted education. The types and levels of the courses, as well as the reasons for selection of the identified texts, were also determined. A summary of text content plus respondent comments is provided for the most frequently selected…

The textbooks described in this document are written for or widely used in high school psychology courses. To help teachers decide which books to examine more closely, reviews are provided. Complete price and bibliographic information are included for each text, along with a description of accompanying materials, such as instructor's manuals or…

The speaker discusses the establishment of a district policy on the selection of books and the procedures that should be followed if a controversy develops. (IRT)

This report builds on the Textbook Report done in 1963 by the American Economic Association (AEA). The "new look" assumes three tasks: 1) to determine whether current texts show improvements; 2) to go beyond minimum type evaluative criteria in the AEA report and develop a standardized economics textbook evaluation procedure; and, 3) to identify…

The Mannheim Rating (of teaching texts for German as a foreign language) is criticized from the standpoint of choice of texts considered and for vagueness of criteria. Several of the texts rated "good" are considered from the standpoint of criteria proposed by the writer. (IFS/WGA)

Criticizes the goals stated in the Mannheim Rating (of teaching texts for German as a foreign language) as being vaguely defined, and the criteria as being faultily formulated. Not considered are: text science, learning psychology, and psychology of motivation. Actual classroom teaching experience is insufficiently considered. (IFS/WGA)

Criticizes the Mannheim Ratings (of teaching texts for German as a foreign language) for judging texts for their intrinsic excellence alone, omitting considerations of acceptability to teachers and students. There is no clear statement of teaching goals. However, the ratings are considered valuable for the questions and problems they discuss.…

One of the collaborators on the Mannheim Rating (of teaching texts for German as a foreign language) answers criticisms (in particular, the assertion that the ratings are based on purely theoretical considerations) and criticism of the evaluation criteria. It is hoped that a new version will profit from the criticisms. (IFS/WGA)

Textbook evaluation guidelines are presented for the selection of health texts for use in elementary-secondary school classes. (MJB)

Contends that if textbooks are to be improved it is essential that teachers, administrators, and textbook selectors become more demanding and discriminating consumers. Examines various textbook components that need improvement such as: (1) photographs; (2) basic skills exercises; (3) worksheets; and (4) content. (BSR)

Discusses content, perspective, and level of analysis of nine recent books suitable for use in an undergraduate course on the role of women in the labor market. Four books are judged more suitable as standard textbooks; the remaining five function better as collections of supplementary readings. (Author/DH)

Reports that variation in textbook prices is not correlated with textbook quality as judged by instructors and that university faculty are less price conscious when selecting textbooks than are community college faculty. States that, if faculty had greater access to price information, textbook prices would decrease. Makes recommendations for…

Ten college-level money and banking textbooks were arrayed along six continua representing professors' major preferences when choosing a text. The continua topics are theoretical approach, complexity of presentation, theory/institution mix, nuts and bolts explanations, organizational approach, and writing style. (RM)

While conclusive evidence of improvement of current elementary social studies textbooks does not exist at this moment, there is evidence of reform in the content, if not the readability of texts, used by disadvantaged students. (DM)